Daytner, Katrina

Miretzky, Debra

Schoper, Sarah

Snowden, Jessica

Stevens, Sharon

English

Bowling Green State University: ScholarWorks@BGSU

Mid-Western Educational Researcher Volume 26 Issue 1 Article 1 2014 From the Editors Debra Miretzky Western Illinois University Sharon Stevens Western Illinois University Katrina Daytner Western Illinois University Sarah Schoper Western Illinois University Jessica Snowden Western Illinois University Follow this and additional works at: https://scholarworks.bgsu.edu/mwer How does access to this work benefit you? Let us know! Recommended Citation Miretzky, Debra; Stevens, Sharon; Daytner, Katrina; Schoper, Sarah; and Snowden, Jessica (2014) "From the Editors," Mid-Western Educational Researcher: Vol. 26: Iss. 1, Article 1. Available at: https://scholarworks.bgsu.edu/mwer/vol26/iss1/1 This Editors' Notes is brought to you for free and open access by the Journals at ScholarWorks@BGSU. It has been accepted for inclusion in Mid-Western Educational Researcher by an authorized editor of ScholarWorks@BGSU. EDITORS’ NOTES Mid-Western Educational Researcher • Volume 26, Issue 1                                                           1 From the Editors  April 2014   We are pleased to publish our first issue since taking over editorship of MWER at the 2013 annual MWERA conference in November. We present two feature articles, a commentary, a media review, and a policy brief that cover a variety of issues applicable for a broad range of readers.   Kathy L. Schuh, Yi-Lung Kuo, and Tawnya Knupp introduce us to student knowledge links—potential elaborative or generative learning strategies—in their article “Knowledge-Linking Perceptions of Late-Elementary Students.” These researchers describe the development of a new learning inventory to identify and measure the links students make between in- and out-of-school learning. They describe how students can be helped to develop more productive linkages that enhance learning, as well as recognize links, such as connections to TV shows or movies, that are more likely to lead them to stop paying attention in class.   Whitney Anderson, Justin Motto, and Renee Bourdeaux examine the effectiveness of undergraduate academic advising programs with their paper “Getting What They Want: Aligning Student Expectations of Advising with Perceived Advisor Behaviors.”  They find that student satisfaction with advising is linked to alignment of advisors’ perceived behaviors and students’ expectations. They also explore the differences between prescriptive approaches and developmental approaches, especially in the context of advising millennials, students born between 1980 and 2000.  For our media review, Dawn Sweet offers a media review of microlectures in “Microlectures in a Flipped Classroom: Application, Creation and Resources.” She describes how microlectures can be implemented successfully in a “flipped” classroom environment and provides steps and resources for creating them.   Mary Wells, Emily Gilbert, Lisa Mahle-Grisez, Reece Newman, and Kathy Rowell offer a commentary about the importance and influence of  hope for college students, from their perspectives as faculty at a community college, with “High Hopes:  Fostering a Culture of Hope at a Community College.” They describe an emerging understanding of how students’ sense of “hopefulness” forecasts their academic success, and share with readers their continuing campus-wide work on supporting faculty and staff in embedding strategies for hope in their own work with students.   Finally, we are pleased to share with MWER readers a UIC Research on Urban Education Policy Initiative policy brief by Artin Göncü, Catherine Main, Anthony Perone, and Steve Tozer called “Crossing the Boundaries: The Need to Integrate School Leadership and Early Childhood Education.”  This brief provides an overview of Illinois Public Act 96-0903, which requires school principals to be qualified to provide school leadership for children beginning at preschool rather than kindergarten. The authors describe the strengths and potential pitfalls raised by this legislation, along with their recommendations for clarifying and improving this legislation and for strengthening school leadership programs to meet this new challenge. EDITORS’ NOTES Mid-Western Educational Researcher • Volume 26, Issue 1                                                           2   MWER and You—Ways to Participate  We extend a special invitation to each of you to consider submitting your work for publication, to serve as a reviewer for the journal, or to do both. Now that MWER is online, there is more space to accommodate outstanding work and we will do our best to continue to offer a timely review and publication process. Please see our information for authors at http://www.mwera.org/MWER/info-for-authors.html, and information for reviewers at   http://www.mwera.org/MWER/info-for-reviewers.html, and let us know if you have any questions.   MWER Annual Conference Issue—Think Ahead! Finally, MWER has long published the featured and keynote speakers’ contributions to its annual conferences. MWER will now also publish an exemplary manuscript selected from each division. To be considered, you must upload a complete manuscript to the MWERA All-Academic website prior to the conference. Papers that address the conference theme will be given priority, though other quality papers will be considered. Final acceptance for publication will depend on the results of the peer review process. You may download the call for proposals at http://www.mwera.org/   We look forward to hearing from you.   MWER Editors Debra Miretzky, Co-Managing Editor Sharon Stevens, Co-Managing Editor Katrina Daytner, Editor Sarah Schoper, Editor Jessica Snowden, Editorial Assistant  

From the Editors

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